Entrelaçando conhecimentos e saberes: educação ambiental na escola municipal indigena marcolino lili - Aquidauana/MS

Abstract

This paper presents an analysis of the proposed Environmental Education in the didactic books and in its pedagogical use, in the First Years of the Fundamental Teaching of the municipal Indian school called Marcolino Lili, located in the Indian village named Lagoinha, District of Taunay, Rural Zone of Aquidauana City (MS). It was carried out a critical analysis of a descriptive, exploratory, and qualitative character, according to Ludke and André (1986). It is a case study because it has the purpose of discovering, understanding in a context, in order to deal with a complete and deep reality. In this way, the theoretical support is based in the Problematizing Education, in the conception of Paulo Freire, who emphasizes the respect that the educator must have with the knowledge that the student brings to school. Concerning the Environmental Education the text was based on the conceptions defended by Isabel Cristina de Mora Carvalho, Edgar Morin, Henrique Leff, Marcos Reigota and others, firstly considering the problematizing of the knowledge in immediate reality, questioning them (the Indian teachers) considering their relation with the nature. In order to develop a content analysis of the interviews it was chosen as a theoretical reference the conceptions of Sossai at al (1997) and Bardin (2006). The research was developed in four stages: the first one was consisted of attending the classes of the Indian teachers choosing the ―participating observation‖. In the second stage closed interviews were carried out with the teachers. In the third stage it was carried out a collecting of histories and Terena Legend with non-structured interviews. In the fourth stage the didactic books used by the teachers were analyzed. The observation of the classes showed that the Indian teachers know many ways of teaching, but they do not worry about introducing the environmental education in their contents, except on celebrative days dedicated to environmental subjects. Based on the interviews it was verified that the teachers have a very simple vision of the environment what shows that it is necessary a space for discussions in order they reflect about that. The histories and Terena legends were told and listed to a future construction of a specific, intercultural and bilingual didactic material that will help the teacher to analyze the local socio-environmental subjects. The analysis of the didactic books indicated the Geography and Science areas with the most concentration of texts related to work with Environmental Education. The collecting of specific materials demonstrated a little production evidencing the necessity of thinking about the process of capacitating the teacher under the coordination of the and in the school pointing to the elaborating of specific and bilingual didactic materials joining the knowledge historically produced by the Indian communities with the purpose of establishing the intercultural dialogue.